New PDF release: Adult Education and the Postmodern Challenge: Learning

By Ian Bryant, Rennie Johnston, Visit Amazon's Robin Usher Page, search results, Learn about Author Central, Robin Usher,

This e-book deals a few feedback as to methods ahead from this issue. Drawing at the new highbrow frameworks of serious pedagogy, feminism and postmodernism and their impression upon academic thought, perform and study, the e-book specializes in the altering contexts of grownup schooling. by means of development at the idea of going past the boundaries of sure present grownup schooling orthodoxies, the authors attempt to offer possible choices for perform. the ultimate 3 chapters take care of examine, concentrating on a serious macro-analysis of mainstream paradigms, a assessment of other ways, and a extra micro-analysis centering at the position of the socially-located self within the examine approach.

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Example text

The latter has been mainly understood as signifying ‘efficiency’, but another and perhaps more fruitful alternative is to see performativity as ‘efficacy’. Doing this enables us more 20 ADULT LEARNING IN POSTMODERNITY adequately to relate knowledge to the social practices we have been discussing. Thus, in lifestyle practices efficacious knowledge is that which helps to create and re-create identity and difference; in confessional practices it is that which helps provide access to inner life and potential; in vocational practices it is that which enables advantageous positioning in the market.

In this context, it is impossible to ignore the impact of new forms of provision and delivery. One aspect of this is increased prevalence of open and distance learning (ODL). Here, the postmodern phenomenon of space-time compression has meant that learners and providers become increasingly available to each other on a global scale (Edwards 1994). ODL provides a ready means for satisfying the diverse desires of a more diverse range of adult learners. Without the need for attendance at specific places of learning at specific times, the relationship between learning, face-to-face interaction and pre-planned curricula is fractured—in this process, it is the learner (as against the ‘student’) once again who is foregrounded.

The very binary opposition of domestication-liberation becomes questionable and loses some of its structuring power. Linked with this is the impact of a reconfiguration of education away from its institutional and provider-led location. The postmodern emphasis on ephemerality, fragmentation and reinvention links with certain notions of a democratic education and education for democracy—the taking into account, without suppressing difference, of a diverse range of interests and locations within the social formation (Westwood 1991).

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